The Tech Plan sent to the state can be found at:
031908JSDTECHPLAN.pdf
Juneau School District
Technology Plan
2008-2011
City and Borough of Juneau School District
10014 Crazy Horse Drive
Juneau, Alaska 99801
CONTRIBUTORS TO THE PLAN 4
DISTRICT MISSION 5
VISION 5
LEARNING GOALS 5
STATE AND LOCAL STANDARDS 6
CURRENT SITUATION AND NEEDS ASSESSMENT 6
CURRICULUM 6
Process 6
Special Projects 7
Technology Curriculum 7
PROFESSIONAL DEVELOPMENT 9
District Level 9
Site level 10
Individual Level 11
TECHNICAL INFRASTRUCTURE 12
Telephone Lines 12
Hardware, software, and interoperability 12
Computer Network and Telecommunications Software 16
Electrical Capacity 17
Video 17
SUPPORTING RESOURCES 18
FUNDING 19
Capital Purchases 19
On-going costs 19
Coordination of funding 20
POLICIES 20
Copyright 20
Equity of access 20
Acceptable Use 21
Gifts 21
Disposal 21
Filtering 21
ALLIANCES AND PARTNERSHIPS 22
District Level 22
Site Level 22
Individual Level 23
ACTION TIMELINE 24
EVALUATION AND REVISION 29
INFORMATION SOURCES 29
PROCESS FOR ON-GOING REVIEW AND REVISION OF TECHNOLOGY PLAN 30
APPENDICES 31
Contributors to the plan
The initial revision of this plan was done during and after the Alaska Department of Education Technology Planning workshop in November 2007, by
Richard Steele, Coordinator
David Means, Holder of the One Ring
John Wahl, Central Office Technology Specialist
Data processing staff
LeeAnn Dickson , Data Processing Supervisor
__, Network Administrator
District Technology Teachers/Mentors
Ray Imel, Media/Technology Teacher
Alan Degener, Technology Teacher/Technology Mentor
Carol Shurson, Lifeskills Teacher/Technology Mentor
Rich Culver
Dee Dee Sorenson
Principals
Tom Milliron
Community Members
Kathy Yanamura
District Teachers
Cathy Boutin
District Counselors
District Mission
In Juneau, we are all partners in providing each student with the skills, knowledge, and attitudes to be a contributing citizen in a changing world.
Vision
We envision staff and students using technology to seek new knowledge, solve problems, and collaborate within a global society. The ubiquitous and transparent use of technology by staff and students supports the mission of the District, which includes helping students achieve the Alaska standards in all content areas in a way which respects the special needs and talents of each individual and enables each person to develop the skills needed in the 21st century. (See Appendix 1A: Causal Map of the Vision.)
Learning Goals
The Juneau School District School Board has adopted the following educational goals.
All students will:
• Acquire and manage information, solve problems, and think creatively and critically;
• Communicate effectively, using written, verbal and artistic forms, and appreciate the creative expressions of others;
• Possess and integrate a common core of knowledge concerning the physical, biological, and social sciences, mathematics, and the arts and humanities;
• Become effective and responsible decision makers, who contribute to the community, state, country, and world;
• Possess the ability to collaborate and adapt, and use the skills and tools necessary for the 21st century’s world of work;
• Demonstrate the ability to form responsible relations with a wide range of people including those with differing socio-economic and cultural backgrounds;
• Acquire the knowledge, habits and attitudes that promote personal and public health, both physical and mental;
• Understand and evaluate their own worth, ability, and potential, to enable growth.
Information technology is to be used by students as a tool to achieve these educational goals within each content area. Information technology includes:
• Problem-solving tools such as spreadsheets, databases, and graphing calculators;
• Information-access tools such as the Internet and content-specific CD’s;
• Communication tools such as word processors, multimedia software, web page editors, e-mail, and video production tools;
• Content-learning tools such as simulations, tutorials, and educational games.
• Career exploration and employability skills development tools such as online personality and interest inventories, college profiles, and employability profiles.
The technology, staff development, and curriculum integration plans described in this document provide the necessary curriculum framework, and the opportunity for teachers to develop teaching practices which help students learn technology skills needed to reach these educational goals. A complete set of Juneau School District CORE content standards for Language Arts, Mathematics and Science is included in Appendix A.
State and Local Standards
The Juneau School District uses the Alaska Content Standards to guide the creation of district curriculum and district CORE content documents. Since 1996, CORE content has been developed in Mathematics, Language Arts, and Science. These district documents include technology-related CORE content standards for each grade level such as:
• “type 25 wpm with 90% accuracy, using correct techniques” (Language Arts);
• “compare a variety of resource materials, including electronic media, to select the most useful to purpose” (Language Arts);
• “model data, by hand and by using technology, using pie charts, scatter plots, and histograms with appropriate scale” (Math);
• “record data into a spreadsheet matrix” (Math)
• “use technology to collect, summarize, analyze, interpret, and display evidence” (Science)
The Science CORE document states that “competencies, organized by State Science Content Standards, will be included at each grade level.” The competencies include:
• “use technology to collect summarize, analyze, interpret, and display evidence”
• “demonstrate understanding of the importance of values and consequences as well as information when making decisions about science and technology.”
A complete set of Juneau School District CORE content standards for Language Arts and Mathematics is included in Appendix A.
Current Situation and Needs Assessment
Curriculum
Process
District curriculum documents are developed to conform to standards for curriculum established by the Alaska Department of Education. The District adopts curriculum on a regular, six-year development and revision cycle, as specified by the Alaska Department of Education. The curriculum review and update process is the responsibility of the district Curriculum Coordinator, using committees comprised of comprised of teachers and administrators. Our math curriculum includes the use of spreadsheets, graphing calculators, and databases as tools for mathematics study and data analysis. The languages arts curriculum incorporates word processing skills, keyboarding benchmarks, presentations requiring technology skills, and research skills requiring Internet searches and electronic mail inquiries. The science curriculum includes teaching students to collect and analyze data, interpret results and communicate findings. The science curriculum and social studies curriculum incorporate teaching students how to use technology to research, coordinate, and present information. Additionally, the social studies curriculum includes teaching students how to use technology responsibly and to understand its impact on individuals and society.
The committees include technology users who consider technology in creating the curriculum documents in their particular content field. Video technology has only recently been made available district wide, prompting increased interest in the potential uses of video technology in content areas during curriculum revision and development. This is the result of individual teachers at all levels in the District using video technology in teaching and student-created projects.
Special Projects
FastForward, a computer assisted reading program is currently being implemented in 8 out of 11 schools in the district. In data analysis studies conducted by the curriculum coordinator and data analyst, it has been found to be quite successful in raising student achievement in reading. FastForward will soon be added and used at a 4th elementary school in addition to both middle schools, the high school, and the alternative high school.
Accelerated Reader, a computer assisted reading program is used at Glacier Valley Elementary School and Floyd Dryden Middle School. It is used to assess reading skill and direct ongoing reading practice.
Technology Curriculum
The Technology Curriculum Committee developed and proposed Technology Curriculum for the Juneau School District in May of 2003. In response to this document, the School Board recommended that the proposed curriculum be integrated into the existing curriculum documents of Math, Science, Language Arts, etc. so that teachers would take ownership of the proposed integration in their respective subjects. The complete Juneau School District Technology Curriculum is found in Appendix 2A.
The increased availability of video equipment and avenues for sharing video in broadcast as well as in multimedia formats, along with the prevalence of video in the everyday lives of students, have influenced some schools to teach video-related skills. The District’s participation in various projects and programs also provides additional video hardware and software for student or administrative use and supports the selection process for additional purchases.
Various teachers throughout the district integrate Video projects in their classes in a variety of ways: as extension tasks, to further challenge students in higher level thinking tasks, and to communicate with parents. In the Dzantik'i Heeni Middle School Media class, students produce Public Service Announcements that are aired on local television stations.
Video is also an important component of after school activities. The high school Video Club films plays and participates in the airing of high school basketball and football games and election night activities. The high school football program produces a half-hour television show that airs weekly during the season, capped by the year-end highlight film. Selected players have individual highlight films as a part of their college recruitment package.
The next step will be to extend broadcasts to other sporting events and activities such as the Science Fair, Talent Show, and arts activities. Furthermore, the district would like to develop a public relations position, and the role video can play in highlighting various educational programs, grant programs, and alternative choice programs would be invaluable.
Needs
Goals/Action Steps
Expand the effort to ensure that all content area curriculum committees carry out their work with the Alaska Technology Standards in hand, and with skilled technology users as part of the committee. Work with the Curriculum Coordinator to ensure that teachers with video and computer expertise are part of the curriculum committees in every content area, to ensure that technology skills related to computers and video are integrated into the curriculum in natural and effective ways, enhancing the curriculum and ensuring development of the technological skills necessary for effective teaching and learning within that content area. (See timeline of integrating Technology into academic subject curriculums in Appendix 1A.)
Embed technology within the CORE outlined for each content area. Integrating technology into the CORE of all major content area and creating assessment tools to measure progress toward CORE are the best ways to hold students accountable for learning it, and teachers accountable for teaching it. Draft a continuum of essential technology skills, identifying the technology skills needed at each grade level and then align this with the CORE content areas to show when and how each technology skill needs to be taught. Include technology skills in existing assessment tools or creating new ones to monitor student progress. (See timeline of integrating Technology into CORE curriculums in Appendix 1A.)
Provide a broader audience for student video productions. This will help to improve the quality of student productions and encourage more schools and activities to use the video resources available to them. Work to improve the quality of student productions and encourage more schools and activities to use the video resources available to them. Work with Community Schools, KATH-TV, and KTOO television to air more student video productions on local television stations. Encourage teachers to enter student work in video contests such as ASTE's "Ididamovie" contest.
Professional Development
While a wide range exists among staff in their ability to use and integrate technology effectively into the curriculum, the average technology skill level has improved since the creation of the District Network in 1994. Some principals, teachers, and support staff are leaders in this area, most are able to use simple applications such as e-mail and word processing without assistance. However, even among those comfortable with technology, many only utilize a fraction of the capabilities of the applications. Many also lack the skills needed to use the full educational capacities of video, peripherals, and special purpose devices such as graphing calculators.
District Level
Planning
The Juneau School District annually updates a comprehensive plan for professional development plan as part of its Improving America’s Schools Act proposal and the Quality Schools Grant Application. The Professional Development Committee and the District Technology Committee provide input to these plans. Staff development for each year includes a focus on the curriculum area or educational issue, which has been targeted for attention that year. For technology, this means considering what training is necessary in order for teachers to implement the requirements of that year’s targeted curriculum.
Grants
Funding from various grants and partnership programs such as the Gear Up, PEP, Counseling grants and the State Title II funds will supplement staff development.
Gear Up, a state grant designed to encourage students to set goals to attend college also provides staff development funds for middle school teachers. These funds can be used by teachers for professional development activities related to helping students meet state performance standards in reading, writing, and math, including those that address how technology can support these goals.
The PEP Grant has implemented the L.I.F.E. on the Move program designed to foster and increase healthy lifestyles with nutrition and exercise. Funds from the grant can be used to implement trainings designed to integrate technology into the physical education department.
The Counseling Grant has been used to enhance the Juneau School District’s Counseling program. The Juneau Schools Counseling Program is an integral part of a comprehensive educational program and is consistent with the Juneau School District's mission. The Counseling Program is developmental by design and implemented by certified school counselors with the support of teachers, administrators, students, and parents. The program addresses the needs of all students by helping them to:
• Acquire knowledge of self and relating effectively to others.
• Develop competencies in career/life planning and exploration.
• Achieve educational success.
Funds from the Counseling Grant have been utilized to enhance the district’s Web site as well as offer Web-design workshops to enhance parent/community communication through the Internet.
Classes and Training
The Data Processing department provides training to staff who need to use the SASI student information database. All elementary teachers and school principals receive training in the use of FileMaker Pro. Teachers use a district-wide electronic report card system and Principals access the District Accountability Database, a comprehensive collection of grades, assessment scores, attendance, and demographic information. They use this data to make decisions about programming and instruction in their buildings.
Technology Assistants in each school provide training to teachers and other staff members on a small group and individual level. Technology staff development is also provided during in-service training, through Tech Tips sent out via e-mail, and through grants and partnerships.
This type of training is helpful for teachers who are skilled in technology use and who are able to retain skills learned in one workshop. However, the majority teachers require more intensive training and mentoring in order to learn to use technology to support and improve student learning. For these teachers, a long-term, sustained mentoring program works best. Teachers need to be able to call for support when it is needed. The support can come from peer coaches and mentors or from students trained to provide this support.
The Technology Specialist will utilize Title II-D technology funds to implement a three-phased Technology Mentor Program. Mentors will receive incentives (such as hardware devices like digital projectors and digital video cameras, high level digital literacy/multi-media training) in order to integrate technology into the classroom to enhance student achievement. The mentors will in turn use Technology Needs surveys from staff to offer workshops and trainings designed to assist teacher in their building on integrating technology in the regular classroom. The three-phased approach allows for a greater number of Mentors to be trained and offer a wider variety of specialized courses over a three-year period.
Curriculum Connection
The focus of technology staff development for the next three years will be on technology applications related to helping students meet state performance standards in reading, writing, math, social studies and science.
Site level
At the individual sites, each year every school develops a staff development plan that addresses school-identified needs. Principals develop this plan in conjunction with staff, parents, and students. The schedules for in-service days and monthly staff development meetings are then created to address identified needs.
The district teacher evaluation tool used by principals at each school includes the Standard, “Teacher uses technology to enrich student learning opportunities, access current trends, organize/maintain information, and facilitate communication.”
Individual Level
One day of professional leave is available to staff who wish to attend professional conferences. The other costs are paid by the individual or with grant funds. Each year, a few teachers use this leave to attend and/or present at the Alaska Society for Technology in Education conference.
Needs Goals/Action Steps
Fund higher-level staff development for technology leaders, which will allow them to continue to provide on-going, formal and informal staff development for their colleagues. This will also increase the pool of technology leaders and expand mentoring opportunities. Strengthen the skills of technology leaders who provide training to district staff. Fund support for Juneau technology leaders to attend and present at conferences, particularly the annual Northwest Conference for Computers in Education (NCCE) held annually in the Seattle/Portland/Spokane area.
Use Title II-D technology funding to develop a staff development program that is relevant to teachers and increases retention of technology skills and facilitates the integration of technology into the curricula. Create sustained, long-term staff development model that will allow teachers to mentor their peers and provide support over time, rather than in one-time training sessions where retention of skills is low. This model is described above in the Three-phase Technology Mentor Program.
Upgrade the current SIS from SASI and FileMaker Pro to PowerSchool to better make data-based decisions on curriculum and instruction. Offer trainings to assist in the use of the new SIS as a data-based tool for evaluating programs. Schedule classes, and time at school in-services to provide necessary PowerSchool training to staff.
Focus principals on the technology section of the individual teacher evaluations, as a way of promoting the use of technology. Bring to the attention of Principals, at the first monthly meeting, the section dealing with technology in the teacher evaluation instrument and provide them with the compiled results of the District Staff Development Survey for their school. Offer specific trainings to teachers who are below standards in this area.
Use CORE content that intentionally focuses on technology as a guide for technology-related staff development. Work with the Curriculum Coordinator to provide training in using technology to help students learn CORE content.
Create technology staff development opportunities at times accessible by all staff. Work with the Curriculum Coordinator, Alaska Staff Development Network, and the Professional Education Center to schedule summer technology classes each year.
Technical Infrastructure
Telephone Lines
A complete listing of existing phone lines is in Appendix C.
Hardware, software, and interoperability
Our schools have a 5-1 student-computer ratio in the middle and elementary schools, and a 4-1 student-computer ration in the high school. A complete listing of computer hardware used in the district is included in Appendix D. We have approximately 2000 networked computers, of which 300 are IBM-compatible, with the rest being Macintosh.
In addition to computers, schools have purchased a number of specialized technology devices such as wireless equipment, graphing calculators, AlphaSmarts, digital cameras, scanners, projectors, and printers. Schools have also purchased video production and editing equipment.
Schools have experimented in various ways with the distribution of this hardware. In all cases, their experiences have been that the more the equipment is used, the more demand is created for higher end applications and more powerful computers. In addition to the desire for more equipment, a common concern is the lack of classrooms available to create additional labs, and the lack of space within classrooms to place additional computers. Plans are underway to purchase wireless workstations to help alleviate the need for space dedicated specifically for computer use and allow students to have access to the Internet and peripheral equipment from a desk or table in a regular classroom. Schools identify additional supporting resources needed, if any and explain how these will be acquired.
Last year, Dzantik’i Heeni Middle School added a 30 station eMac lab to the school in order to better provide whole class instruction in higher end multi-media software applications. The high school recently added a 31 eMac lab this year.
Schools are constantly searching for new software tools that will do an even better job of helping students communicate, problem-solve, present, or learn specific content. Given the limited school budgets for media, searching for the best software value is important to teachers.
Because of the cost of upgrading software, most of the software purchased is used for many years, even if the company develops new versions. This is generally satisfactory, but for some students needs – particularly in the field of multimedia and graphical productions, having the most up-to-date package is very useful. In some cases new purchases provide the opportunity to move older software to lower grade levels where, as a result of increased technological literacy, younger students benefit and have the opportunity to learn new skills.
The Data Processing department will support Mac 575 running Mac OS 7.6 and above and Pentium 100 MHz running Windows 95 and above on a case by case basis. ( DP want to update?)
Needs Goals
Increase the numbers of computers available to students. (what are our current numbers?)Schools wrestle with the need to have labs of 30 computers to accommodate a class of students, and also to have computers available to students in classrooms. The district needs to continue to explore leasing options to determine if this can help make the best use of our funds and resources. Add mobile labs that can accommodate a class size of 30 in the regular classroom. Secure additional computers to replace outdated inventory and related items such as science probes, musical keyboards, and video cameras, to increase the ability of students to use technology in all their efforts to achieve the Standards. Also, purchase more wireless workstations to help alleviate the need for space dedicated specifically for computer use and allow students to have access to the Internet and peripheral equipment from a desk or table in a regular classroom. Add funds back into the operational budget that will serve to upgrade hardware and software on a 4 year cycle.
Research cost effective alternatives to expensive desktop computers, such as hand-held computers, Personal Data Assistants (PDAs), AlphaSmarts, etc. Increase access to technology in the schools and make the best use of technology funding.
On an annual basis, schools need to review the most appropriate use of their existing technology resources, so that limited-purpose devices (graphing calculators, AlphaSmarts, projectors), and lower-level machines are used to their best advantage, leaving the higher-end equipment for purposes that cannot be served by the lower end. Schools need to constantly review and revise their schedules for lab use, and their distribution of computers in classrooms, to ensure the most effective use of technology resources. For future purchases, the lack of space for hardware means that schools need to consider space-saving strategies for using technology, such as purchasing and storing laptops in mobile carts, rather than using desktop computers. This needs to be part of an annually revised technology plan that links additional purchases to instructional needs. Work with the Cabinet, Administrative Council, and district principals to ensure that the annual planning for technology continues to occur at sites. Purchases must be coordinated with staff development and curriculum strategies designed to help students meet state performance standards in reading, writing, math, social studies and science.
Develop a systematic way to ensure that all future hardware and software purchases will be compatible with existing technologies. Ensure that principals work with their technology assistants in making site technology purchases, and update technology assistants three times a year on the latest recommendations from Data Processing for compatible hardware and software.
Needs Goals
Create centers at each site that contain the most up-to-date software so that staff and students can use these materials when needed. Continue to support Technology Labs at each site and find funding targeted to specific tasks, which can finance up-to-date software for these centers.
Help teachers analyze and evaluate new software packages. Encourage teachers to pilot test software that they are interested in using in the classroom and provide software preview opportunities during in-service and at other times in schools.
Computer Network and Telecommunications Software
Every elementary, middle and high school has at least one Appleshare server, purchased in 2001 running the latest operating system at the time it was purchased. Each building has a wiring closet centrally located. A 2 megabit wireless connection to the Bill Ray Center of the University of Alaska completes the Internet connection. Netscape and Eudora are the web browser and e-mail systems used by most staff. In each building there is a Novell server that provides access, through Novell Netware software, to the SASI student information system and library services via Follett Library software.
When the video network was installed in the High School, provisions were made to allow cable modems to be accessed, in case we ever wished to use them. In the summer of 2002 we will be changing our ISP to accommodate our need for additional bandwidth. Access will be through cable modems placed at key points in our network. These plans are still under development.
The renovation of Juneau-Douglas High School begam in the summer of 2002. The infrastructure consists of home run fiber to each classroom and will implement voice over IP. Sites will gradually be incorporating more wireless workstations to increase student access.
Information about our district is accessible on the Internet through our web site. The current site is the third major style change. The site is in need up revising once again to improve navigation and design. Currently, there is no single Webmaster, so a redesign is also needed to make it easier for various departments to update the site as needed. An increasing number of requests come from the public for updated information to be published on the Web. In the meantime, the increased amount of information stored on the pages has resulted in an increased amount of inconsistent and outdated information there.
Needs Goals
Provide more rapid Internet access at some schools. Install cable modems ad various points in our network to reduce cost and increase speed of access to network services.
Reinstate the Technology Coordinator that will carry responsibilities and duties designed to be the Webmaster/Public Relations Representative. This is a position that requires the skills, the time, and the authority to make needed changes on the Web in order to better meet the information needs of the public. Make the Juneau School District information accessible through public outreach and communications through the Web more effectively achieve this goal. Revise the website so that it is more user friendly to the public, easier to navigate, and easier for several departments to update and add content. Use the Website to solicit greater parent involvement in district programs, Curriculum committees, and the like.
Electrical Capacity
In the summer of 2000, electrical upgrades, including installation of necessary Uninterruptible Power Supplies, were completed. All sites have adequate electrical capacity to support our network. The high school was renovated in the summer of 2002 to accommodate growth of our network. See Appendix G.
Video
Juneau Douglas High School and Riverbend Elementary School have cable television available in each classroom, with a complete video network, which can broadcast from any classroom to any other classroom. A similar video network has been installed in Floyd Dryden Middle School and the Marie Drake section of JDHS. With the completion of this project, both middle schools, the high school and the newest elementary school will be wired to allow cable television t be received in every classroom, and to allow programming to originate from every classroom. Not all of the five older elementary schools are wired to receive cable throughout their buildings.
The District has available Channel 6, the public education access channel to broadcast student work to the community on cable television. When videos are not being broadcast, a scanner lists education-related community information. The channel 6 scanner is programmed by community schools. There is an employee in the building who updates the scanner. This is usually done once a week. Steps will be taken to ensure that Channel 6 remains operable during the remodel of JDHS.
The level of video equipment available for student production and editing varies among schools. The high school and two middle schools have enough equipment for significant video work. Some was purchased with previous bond initiatives, other equipment was purchased with grant funds. Two major challenges are the need for each school staff to understand the capacity of video equipment, and the need for teachers to reflect on how video can be used at different age levels to enhance student learning before determine how much they need to invest in video hardware and software.
Needs Goals
The Channel 6 video room needs to be organized to make it more useful to the various groups that access it. The community schools person that operates the scanner needs remote access to allow the scanner to be programmed from the community schools, so the information can be updated more frequently. Establish standards and protocols for the organization and use of Channel 6 video room, and secure resources for community schools to ensure effective programming of Channel 6.
All the schools, particularly the elementary schools, need the chance to learn about video capabilities, and to reflect on their value in the education of their particular students. Plan for video training which both introduces video capabilities and which encourages reflection on their appropriate use in the curriculum at all grade levels and for administrative use.
Supporting Resources
Having equipment and a network infrastructure that is in good working order is key to the successful integration of technology in the curriculum. Without this, teachers are met with frustration when they try to use technology tools and will abandon the effort. It is vital that there be adequate technology support and maintenance staff.
Five full-time staff at Central Office are responsible for maintenance of our video system, network infrastructure, data systems, hardware and software. Each school has staff to help maintain computers, server systems, and the electronic mail system. Since 1994,Technology Assistants at each elementary school have helped maintain technology in their buildings. This year, a half-time position at each middle school and a full time position at the high school were added, replacing teachers contracted to do this work.
For those problems which cannot be quickly resolved by the technology assistants and contracted personnel, a computer-generated work order system transmits the request for service to the Data Processing staff over the network.
Contracts have been signed with a number of companies to support the on-going maintenance of the software and hardware systems, at an annual cost of $102,684. (Appendix E)
Students have been important workers in some situations, assisting Data Processing staff and site technology maintenance people in identifying and fixing computers and software problems.
Needs Goals
Appropriate funding in the general operating budget for additional technology support on the building level. Increase the middle school technology assistant to full time, add another technology assistant at the high school and increase staff in Data Processing.
Provide systematic training to the technology assistants. Schedule training for technology assistants three times a year: during the first week, and during elementary parent conference week in Fall and Spring.
Increase avenues that will allow students to have the opportunity to gain computer skills as they assist in maintenance tasks. Schedule time at district in-service or district technology meetings to discuss strategies for engaging students in computer maintenance activities that go beyond the computer classes they are taking and utilize the knowledge they have gained. Explore the possibility of adding a “Help Desk” run by students where they can earn high school credit with Apple’s “OSX Help Desk” program.
Funding
Capital Purchases
When a new school is bonded in Juneau, we include the technology needs for effective information technology support. New schools are fully wired for Internet, communications, and video technology, funded for equitable computer stations, and provided with appropriate software and peripheral equipment.
New equipment is purchased with funds from a variety of sources including the general operating fund, existing grants and other creative funding sources. In the Spring of 2004, a request was made of the Administration and School Board to add $1,400,000 into the operating budget as part of a list of unfunded critical needs. This money would be used to upgrade existing teacher and student machines in order to provide each teacher with a wireless iBook laptop, and get student machines up to current industry standards. A few teachers have secured technology for specific purposes through writing individual grants. Goals 2000 funding has provided equipment in some situations.
Individual schools have used a variety of funds to purchase technology, including operating budget, PTA contributions, and student sales programs.
On-going costs
At the district level, the operating budget funds salaries for five data processing personnel, maintenance contracts with several companies, and the phone charges for data lines connecting our WAN, and Internet access charges. The Universal Service Access (E-Rate) program has begun funding a portion of the data and phone charges throughout the District. The staff development costs for training sessions have been funded for through the general operating fund, Title II-D technology funds, and various grants.
At the site level, the operating budget funds salaries for technology assistants. Costs for hardware repairs and software upgrades for site equipment are also covered by individual schools. As the newly-purchased technology begins to age, this will be a significant budget item. Leasing may be the most reasonable means of maintaining an inventory of regularly updated equipment that is properly maintained.
Coordination of funding
On-going communication among a number of key players ensures the coordination of funding sources. The Assistant Superintendent meets weekly with her staff to determine funding needs. She in turn meets weekly with the administrative cabinet to discuss funding sources and coordination of funding. A similar series of meetings occurs with the Curriculum Coordinator and her staff and the cabinet. These meetings, as well as monthly discussions involving the principals and all central office staff, result in a shared understanding of funds available and where they should be used. The School Board – the ultimate arbiter of funding – is involved, as necessary, at their bi-monthly meetings.
Needs Goals
Develop a strategy to upgrade hardware and software on an on-going basis, at the district and site level. Explore options such as leasing, requiring a lab fee from students, special project or grant support, or devoting a specific percentage of the budget to technology purchases.
Find funding for on-site staff development support Work with the Curriculum Coordinator to determine appropriate resources for continuing technology staff development.
Policies
Copies of specific school board policies are provided in Appendix F.
Copyright
We are committed to following the copyright laws. To help us track software licenses, two binders in the technology office currently house copies of purchase requests, software licenses, and information about distribution of these licenses. Each school has identified in their technology plan how their building software licenses will be tracked. These steps have been necessary, but not sufficient, to develop any easily accessible system for tracking software licenses. In addition, a software license database has been developed to maintain a central district record of software licenses.
Equity of access
We are committed to equitable access to technology for all students. In fact, the driving force behind the community effort to fund the Technology Bond Phase II was the need to provide technology for the older schools to bring them up to the level of the newer schools.
In addition to providing a proportionate number of computers in each school through the technology bond, we use a variety of other strategies to provide equitable access to technology. Access to technology use after school hours is provided by crating flexible teacher schedules; the use of volunteers, (Coast Guard personnel and parents) to staff libraries and computer labs after school; and the use of activity funds to provide supervision for extended lab times. AlphaSmarts are checked out to students on an as-needed basis to allow them to complete written projects and papers outside of schools.
Older computers are loaned by schools to students without home computers for extended periods of time. However, we cannot directly give these computers to them because of city equipment-disposal requirements. The additional challenge in making these older computers available has been the extensive data processing staff time required to determine their usability, and the cost to purchase software licenses for them.
In order to provide computer access for students outside of normal school hours, a variety of partnerships with community organizations have been formed. The public library has helped arrange for computer s provided by the school district to be placed in every library branch. Local youth groups with existing facilities provide space and supervision to allow computers loaned by the school district to be made available for evening and weekend use by students.
One strategy for ensuring continued equity of distribution of technology is the monitoring of the amount of technology at each site. The Fixed Asset System used by the district tracks the number of computers within each school. The information at each school is reviewed and updated each year by the school’s technology assistant.
Acceptable Use
A revised acceptable use policy on technology was approved by the Board this year. It is sent home each year by teachers at all grade levels for parents to sign. This policy includes the responsibility of the student to limit their Internet searching to educational sites. A copy of this policy can be found in Appendix F.
Gifts
The school board policy on acceptance of gifts applies to technology.
Disposal
The school board policy on disposal of surplus items applies to technology.
Filtering
In a public meeting in the spring of 2001, the School Board approved the purchase Screen Door, a networked filtering system. It was put into place and became operational in the Fall of 2001. It consists of two filter servers with lists of blocked sites that are updated on a regular basis. Each zone has a separate filter definition, allowing the level of filtering to be set at each school. The list is updated by the filtering company and can be edited by the technology assistant at each school.
Needs Goals
Site personnel and Central Office Data Processing staff need accurate and easily accessible information detailing what software is licensed for use on which computers. Refine software license FileMaker Pro database and enter all district software license data in the database which is accessible to sites and to Central Office Data Processing staff.
Alliances and Partnerships
In order to further the education of our students, a variety of formal and informal partnerships have been created at the district, site and individual level.
District Level
Education Channel 6, located in our high school, has benefited from video production and editing support provided by a local video business, a video club, and other private support. The cable company has provided access to cable Channel 6, and advice on its use.
Community Schools is a long-time partner with the Juneau School District, and has access to school technology in many locations to provide training to adults and students within the community. Throughout the year, Community Schools offers evening and weekend technology access, supervision and courses within the school district facilities. In addition to their adult literacy role, they provide classes for students within the school district during winter, spring, and summer breaks. The classes typically offer students the opportunity to learn and develop their skills in mathematics and language arts, in addition to computer classes such as keyboarding and the use of presentation software.
The Southeast Regional Resource Center partners with the school district in developing the Even Start program, to provide after-school and weekend support for families and training for adults seeking GEDs and literacy skills.
One way we have promoted community and parent partnership is by putting the CORE content standards in Math and Language Arts on our web site, and inviting comments. As we have available examples of student work showing achievement of these standards, these will also be posted. A current project to provide Language Arts teachers an opportunity to share and discuss student work in a common folder on the server will generate exemplary samples of student work to be shared on the District web site. Interest has been expressed to provide the same opportunity for other disciplines.
Site Level
Some schools foster parent partnerships using electronic mail systems and the Internet web pages. Parent-Teacher Organizations at the school sites use the school web site to share what they are doing and to recruit new members. Schools have a homework hotline accessible by phone, or have voice mail machines with homework access for parents and students.
Juneau-Douglas High School has formed partnerships with the business community and the University of Alaska Southeast to support technology learning by students. These partnerships develop through the Career Development Advisory Committee, which meets monthly and consists of business people, educators , parents, and students. Job shadowing, mentoring, work experience and a Career Center, and other school-to-career opportunities have been created with the help of this committee. A technology prep program was also developed in collaboration with the University of Alaska Southeast to allow Juneau-Douglas High School students to receive free college by taking specified high school classes. Students can receive a certificate in seven different areas of technology:
• Network Essentials
• Web Publishing
• Desktop Publishing and Graphics
• Administrative Office Support
• Computer Applications
• Medical Office Specialist
• Accounting Technician
• Construction Technology
• Automotive Technology
Juneau-Douglas High School also has an articulation agreement with the Art Institute of Seattle, which includes media technology classes. This agreement is currently being updated.
A partnership with Cisco Systems has resulted in networking classes. “Networking Academy” classes provide students with highly preparation for the increasingly technology-dependent economy into which they will emerge. The classes are not proprietary, but Cisco provides support and resources for the class. Students have the opportunity to receive two levels of certification: CCNA – Cisco Certified Networking Associate, and CCNP – Cisco Certified Network Professional.
Individual Level
Individual teachers in schools regularly communicate with parents using electronic mail, and many have established homework electronic mail lists to communicate with many families on a daily basis. One of the middle school teachers nurtures an on-line partnership with Hewlett Packard by linking his students to mentors at their facility.
Needs Goals
Communicate on a regular basis with our partners, in order to strengthen and expand these partnerships. Expand the use of the web site to inform and invite feedback from parents and community on such items as daily assignments, to CORE content area standards, budgets, policies, and school board meetings.
Establish partnerships with other school districts in Southeast Alaska that are committed to integrating technology into the curriculum. Explore partnerships available through the State of Alaska Department of Education and Early Development, Southeast Regional Resource Center and the ASTE Southeast Region.
Establish association and partnerships with institutions supporting new methods of improving teaching and learning through the integration of technology and standards. Pursue opportunities to gain resources and assistance from organizations and institutions promoting systems and structures considered valuable to increased student performance.
Action timeline
A wide variety of people are involved in these activities. In the event that a district Technology Coordinator is not reinstated, then the district technology specialist is the person responsible for ensuring that action is begun, the timeline is adhered to, and on-going revisions are made. Should a Technology Coordinator be approved, the two positions would divide the tasks accordingly.
Goal being addressed Timeline Initial Action to be taken
Curriculum: Ensure that all content area curricula contain technology strands. Embed technology within the CORE of all major content areas. Aug 2005 – June 2008 Work with Curriculum Coordinator each year to include skilled technology users on all content area curriculum committees. 2005/06 – integrate Technology items into the Math, Science, & Health Curriculums; integrate Technology items into the Math CORE; develop appropriate assessments. 2006/07: Integrate Technology items into the LA & Social Studies Curriculums; integrate Technology items into the LA CORE; develop appropriate assessment tool. 2007/08: Integrate Technology Items into any remaining subjects’ Curriculums. Ongoing: submit revised curriculums and CORE to School Board for adoption.
Curriculum: improve the quality of student productions and encourage more schools and activities to use the video resources available to them. Oct 2005 – Apr 2008 Work with Community Schools, KATH-TV, and KTOO television to air more student video productions on local television stations. Encourage teachers to enter student work in video contests such as ASTE’s “Ididamovie” contest.
Technology Integration: Principals will communicate to staff the impact of Technology Integration on student achievement. Aug 2005 – May 2006 Data of student performance on a variety of assessment measures will be used to analyze how FastForward has increased student achievement. Similar measures will be used to analyze the Math CORE intervention program at the secondary level. Principals will present the findings to building staff to assist in revising use of the programs to foster student achievement in literacy and mathematics.
Technology Integration: all teachers will integrate technology into the regular classroom. Jan 2006 – Jan 2008 The specialist will work with building principals to identify teachers who are below standards in technology integration using the district’s teacher evaluation tool. Teachers who are below standards will receive assistance from the Technology Specialist and Technology Mentors in improving their technology integration skills to foster student achievement.
Staff Development: Strengthen the skills of technology leaders who provide training to district staff. July 2005 – June 2008 Fund support for Juneau technology leaders to attend and present at conferences. Implement a three-phase Technology Mentor program that provides incentive, training, and distribution of technology integration training with a variety of teachers.
Staff Development: provide necessary training to staff in CORE skills and data management tools. Aug 2005 – June 2008 Include classes in CORE technology skills, SIS skills in district in-services. Work with the Curriculum Coordinator, Alaska Staff Development Network, and the Professional Education Center to schedule summer technology classes each year. Provide technology orientation trainings to all incoming new staff. Familiarize new staff with the Technology Mentor program and the workshops available in the coming school year.
Goal being addressed Timeline Initial Action to be taken
Staff Development: Create sustained, long-term staff development model that will allow teachers to mentor their peers and provide support over time. Encourage principals to promote use of technology in teaching. Sept 2005 – Mar 2007 Work with Staff Development Committee and building principals to create a plan and a system of technology mentoring that takes place over the entire school year. Bring to the attention of Principals, at the first monthly meeting, the section dealing with technology in the teacher evaluation instrument and provide them with the compiled results of the District Staff Development Survey for their school.
Staff Development: Work with the Curriculum Coordinator to provide training in using technology to help students learn CORE content. Mar 2005 – Mar 2008 Plan a teacher mentoring program that focuses on using technology skills to support student learning of CORE content.
Access: Upgrade existing computers, purchase wireless workstations, increase student access to computers. Provide Teachers greater flexibility in the integration of technology. July 2005 – June 2008 Secure funding for additional computers to replace outdated inventory. Research cost effective alternatives to expensive desktop computers. Research leasing as a possible way to reduce replacement and upgrade costs. Add wireless mobile labs to both middle schools and the high school.
Access: higher level technology skills can be integrated into the mainstream classroom. July 2005 – June 2008 Implement a four-year upgrade cycle of all hardware and software to provide teachers and students the opportunity to learn multi-media and digital literacy skills with the latest industry standard. Teachers would have their machines upgraded to wireless iBook laptops, and classroom machines would be replaced with high-end eMacs.
Resources: the district will supply the necessary funding formula to implement a four-year upgrade plan. July 2005 – June 2008 The technology specialist will continue to advocate to the administration, School Board, and community the dire need to upgrade existing hardware and software so that teachers can more readily integrate technology into their classroom. A variety of advocacy measures can be taken including speaking out at board meetings, administrative council meetings, documenting the current situation with a video presentation, and raising public awareness of the need in the newspaper and other media outlets.
Resources: the school district will explore creative funding sources to supplement the upgrade plan. July 2005 – June 2008 The technology specialist will explore potential technology grants to help offset the cost of upgrading. Additional fund raising ventures will be explored starting with selling DVD and CD recordings of fine arts performances, concerts, sporting events, graduation, and the like.
Infrastructure: Planning July 2005 – Dec. 2005 Work with the Cabinet, Administrative Council, and district principals to ensure that the annual planning for technology continues to occur at sites. At the District Technology Committee meetings, schedule times for sites to update technology plans.
Infrastructure: Interoperability Aug 2005 – Dec 2007 Ensure that principals work with their technology assistants in making site technology purchases, and update technology assistants three times a year on the latest recommendations from Data Processing for compatible hardware and software. See Appendix H Computer and Network Guide Addendum
Infrastructure: Software Oct 2002 – Dec 2005 Continue to support Technology Labs at each site and find funding targeted to specific task. Encourage teachers to pilot test software that they are interested in using in the classroom and provide software preview opportunities during in-service and at other times in schools. Utilize the upgrade funds to provide site and district licenses for heavily used software.
Networking: increase speed and access June 2006 – Jan 2007 Install cable modems ad various points in our network to increase speed of access to network services and bandwidth. Explore other avenues of increasing the speed and access of the Network with Data Processing’s leadership.
District Wide Integration: the school district will improve public relations with the community through the use of technology. Jan 2002 – Dec 2005 Make the Juneau School District information accessible through public outreach and communications through a redesigned Web site with improved navigation and improved ability for a wide variety of departments to add content. Utilize video capabilities to capture highlights of educational programs, schools, and events to share with local TV stations.
District Wide Integration: the school district will improve its ability to analyze the impact of programs on student achievement through the use of technology. Oct. 2005 – Jan 2008 Upgrading the SIS will allow administrators better access to student performance data in order to analyze the success of intervention programs, supplementary programs, choice programs, and other indicators in student achievement. The literacy specialists and math specialist can use the SIS to target students not meeting CORE in Reading, Writing, and Math and provide intervention programs.
Goal being addressed Timeline Initial Action to be taken
Channel 6, Video May 2005 – June 2006 Work with JDHS administration and Community Schools to establish standards and protocols for the organization and use of Channel 6 video room. Plan for video training which both introduces video capabilities and which encourages reflection on their appropriate use in the curriculum at all grade levels and for administrative use.
Maintenance:
Technology support Sept. 2005 – May 2008 Recommend hiring a full time technology assistant at each middle school, add another technology assistant at the high school and increase staff in Data Processing. Schedule training for technology assistants three times a year: during the first week, and during elementary parent conference week in Fall and Spring.
Maintenance: Student help Sept. 2005 – May 2008 Schedule time at district in-service or district technology meetings to discuss strategies for engaging students in computer maintenance activities that go beyond the computer classes they are taking and utilize the knowledge they have gained. Explore the possibility of adding a high school course designed to function as a help desk with Apple’s “OSX Help Desk Program.”
Funding Mar 2005 – June 2008 Explore options such as leasing, requiring a lab fee from students, special project or grant support, or devoting a specific percentage of the budget to technology purchases.
Coordination of Funding Apr. 2005 – June 2008 Work with the Curriculum Coordinator to determine appropriate resources for continuing, technology staff development based on the mentor model.
Policies: copyright Aug. 2005 – June 2008 Continue using the software license FileMaker Pro database and enter all district software license data in the database that is accessible to sites and to Central Office Data Processing staff.
Alliances and Partnerships Sept. 2005 – Mar 2008 Include a section on the agenda of all technology meetings on communications strategies with partners. Expand the use of the web site to inform and invite feedback from parents and community on such items as daily assignments, to CORE content area standards, budgets, policies, and school board meetings. Explore partnerships available through the State of Alaska DoEED, SEARRC and the ASTE Southeast Region. Pursue opportunities to gain resources and assistance from organizations and institutions promoting systems and structures considered valuable to increased student performance.
Evaluation and revision
Information sources
The ultimate evaluation is the judgment of how well technology helps students to achieve the learning goals listed at the beginning of this plan. Therefore, assessing the needs of students through reviewing student learning data is an essential step in making all district decisions, including decisions related to technology. This constant assessment occurs in a number of formal and informal ways.
To obtain district-wide student learning data, we currently use the following student assessment tools across the district:
• the Terra Nova Test, administered in grades 4, 5, 7, 9;
• the district Writing assessment, administered in grades 2, 4, 5, 7, 9;
• the district math assessment, administered in grades 3, 5, 7, 9;
• Benchmark Books Assessment, administered 3, 6, 8
• High School Graduation Qualifying Exam, administered in grade 10 with retakes through grade 12.
This data is coordinated with information available within our student records administration system (SASI), allowing us to access and consider such factors as gender, ethnicity, and attendance in relation to student performance.
We are using a centrally accessible elementary report card which will provide teacher assessment of all areas.
In individual classrooms, teachers monitor and adjust the integration of technology into their curriculum as they monitor the performance of students in tasks which incorporate the use of technology. For example, as students create presentations using technology tools, they must collaborate with others, acquire and manage information, and communicate their knowledge effectively. In addition to teacher evaluations, students assess their own work and the work of their peers, and evaluate their own progress toward meeting the learner goals. The public also has the opportunity to evaluate student work, as students regularly present their work to members of the public using presentation software, web pages, and other forms of technology. The video network allows the demonstration of the student work in a public arena as it is broadcast on Channel 6.
In addition to direct evaluation of student learning, the evaluation of technology use is integrated into the on-going district systems described in the early parts of this document for constant review of staff development, curriculum development, maintenance, policy creation, and funding systems.
Process for on-going review and revision of technology plan
At the site level, the primary tool for evaluation and revision is the site technology committee, and their on-going evaluation and revision of the site technology plan. The staff who are members of the site technology committee meet regularly to reflect on the impact of technology on student learning, as reflected in their experience and that of their colleagues, and adjust the various pieces of the site technology plan to improve the students’ experience.
At the district level, a number of communication strategies ensure ongoing evaluation and revision. The District Technology Committee, with two members from each school appointed by the principal, meets twice each year to review software and hardware updates, licensing considerations, and other technical recommendations; to share technology planning ideas, and to provide input on district-wide technology planning. The Central Office administrator communicates with other administrators responsible for curriculum development, maintenance, staff development, and budget preparation to share information needed for the annual revision of the district technology plan.
031908JSDTECHPLAN.pdf
Juneau School District
Technology Plan
2008-2011
City and Borough of Juneau School District
10014 Crazy Horse Drive
Juneau, Alaska 99801
CONTRIBUTORS TO THE PLAN 4
DISTRICT MISSION 5
VISION 5
LEARNING GOALS 5
STATE AND LOCAL STANDARDS 6
CURRENT SITUATION AND NEEDS ASSESSMENT 6
CURRICULUM 6
Process 6
Special Projects 7
Technology Curriculum 7
PROFESSIONAL DEVELOPMENT 9
District Level 9
Site level 10
Individual Level 11
TECHNICAL INFRASTRUCTURE 12
Telephone Lines 12
Hardware, software, and interoperability 12
Computer Network and Telecommunications Software 16
Electrical Capacity 17
Video 17
SUPPORTING RESOURCES 18
FUNDING 19
Capital Purchases 19
On-going costs 19
Coordination of funding 20
POLICIES 20
Copyright 20
Equity of access 20
Acceptable Use 21
Gifts 21
Disposal 21
Filtering 21
ALLIANCES AND PARTNERSHIPS 22
District Level 22
Site Level 22
Individual Level 23
ACTION TIMELINE 24
EVALUATION AND REVISION 29
INFORMATION SOURCES 29
PROCESS FOR ON-GOING REVIEW AND REVISION OF TECHNOLOGY PLAN 30
APPENDICES 31
Contributors to the plan
The initial revision of this plan was done during and after the Alaska Department of Education Technology Planning workshop in November 2007, by
Richard Steele, Coordinator
David Means, Holder of the One Ring
John Wahl, Central Office Technology Specialist
Data processing staff
LeeAnn Dickson , Data Processing Supervisor
__, Network Administrator
District Technology Teachers/Mentors
Ray Imel, Media/Technology Teacher
Alan Degener, Technology Teacher/Technology Mentor
Carol Shurson, Lifeskills Teacher/Technology Mentor
Rich Culver
Dee Dee Sorenson
Principals
Tom Milliron
Community Members
Kathy Yanamura
District Teachers
Cathy Boutin
District Counselors
District Mission
In Juneau, we are all partners in providing each student with the skills, knowledge, and attitudes to be a contributing citizen in a changing world.
Vision
We envision staff and students using technology to seek new knowledge, solve problems, and collaborate within a global society. The ubiquitous and transparent use of technology by staff and students supports the mission of the District, which includes helping students achieve the Alaska standards in all content areas in a way which respects the special needs and talents of each individual and enables each person to develop the skills needed in the 21st century. (See Appendix 1A: Causal Map of the Vision.)
Learning Goals
The Juneau School District School Board has adopted the following educational goals.
All students will:
• Acquire and manage information, solve problems, and think creatively and critically;
• Communicate effectively, using written, verbal and artistic forms, and appreciate the creative expressions of others;
• Possess and integrate a common core of knowledge concerning the physical, biological, and social sciences, mathematics, and the arts and humanities;
• Become effective and responsible decision makers, who contribute to the community, state, country, and world;
• Possess the ability to collaborate and adapt, and use the skills and tools necessary for the 21st century’s world of work;
• Demonstrate the ability to form responsible relations with a wide range of people including those with differing socio-economic and cultural backgrounds;
• Acquire the knowledge, habits and attitudes that promote personal and public health, both physical and mental;
• Understand and evaluate their own worth, ability, and potential, to enable growth.
Information technology is to be used by students as a tool to achieve these educational goals within each content area. Information technology includes:
• Problem-solving tools such as spreadsheets, databases, and graphing calculators;
• Information-access tools such as the Internet and content-specific CD’s;
• Communication tools such as word processors, multimedia software, web page editors, e-mail, and video production tools;
• Content-learning tools such as simulations, tutorials, and educational games.
• Career exploration and employability skills development tools such as online personality and interest inventories, college profiles, and employability profiles.
The technology, staff development, and curriculum integration plans described in this document provide the necessary curriculum framework, and the opportunity for teachers to develop teaching practices which help students learn technology skills needed to reach these educational goals. A complete set of Juneau School District CORE content standards for Language Arts, Mathematics and Science is included in Appendix A.
State and Local Standards
The Juneau School District uses the Alaska Content Standards to guide the creation of district curriculum and district CORE content documents. Since 1996, CORE content has been developed in Mathematics, Language Arts, and Science. These district documents include technology-related CORE content standards for each grade level such as:
• “type 25 wpm with 90% accuracy, using correct techniques” (Language Arts);
• “compare a variety of resource materials, including electronic media, to select the most useful to purpose” (Language Arts);
• “model data, by hand and by using technology, using pie charts, scatter plots, and histograms with appropriate scale” (Math);
• “record data into a spreadsheet matrix” (Math)
• “use technology to collect, summarize, analyze, interpret, and display evidence” (Science)
The Science CORE document states that “competencies, organized by State Science Content Standards, will be included at each grade level.” The competencies include:
• “use technology to collect summarize, analyze, interpret, and display evidence”
• “demonstrate understanding of the importance of values and consequences as well as information when making decisions about science and technology.”
A complete set of Juneau School District CORE content standards for Language Arts and Mathematics is included in Appendix A.
Current Situation and Needs Assessment
Curriculum
Process
District curriculum documents are developed to conform to standards for curriculum established by the Alaska Department of Education. The District adopts curriculum on a regular, six-year development and revision cycle, as specified by the Alaska Department of Education. The curriculum review and update process is the responsibility of the district Curriculum Coordinator, using committees comprised of comprised of teachers and administrators. Our math curriculum includes the use of spreadsheets, graphing calculators, and databases as tools for mathematics study and data analysis. The languages arts curriculum incorporates word processing skills, keyboarding benchmarks, presentations requiring technology skills, and research skills requiring Internet searches and electronic mail inquiries. The science curriculum includes teaching students to collect and analyze data, interpret results and communicate findings. The science curriculum and social studies curriculum incorporate teaching students how to use technology to research, coordinate, and present information. Additionally, the social studies curriculum includes teaching students how to use technology responsibly and to understand its impact on individuals and society.
The committees include technology users who consider technology in creating the curriculum documents in their particular content field. Video technology has only recently been made available district wide, prompting increased interest in the potential uses of video technology in content areas during curriculum revision and development. This is the result of individual teachers at all levels in the District using video technology in teaching and student-created projects.
Special Projects
FastForward, a computer assisted reading program is currently being implemented in 8 out of 11 schools in the district. In data analysis studies conducted by the curriculum coordinator and data analyst, it has been found to be quite successful in raising student achievement in reading. FastForward will soon be added and used at a 4th elementary school in addition to both middle schools, the high school, and the alternative high school.
Accelerated Reader, a computer assisted reading program is used at Glacier Valley Elementary School and Floyd Dryden Middle School. It is used to assess reading skill and direct ongoing reading practice.
Technology Curriculum
The Technology Curriculum Committee developed and proposed Technology Curriculum for the Juneau School District in May of 2003. In response to this document, the School Board recommended that the proposed curriculum be integrated into the existing curriculum documents of Math, Science, Language Arts, etc. so that teachers would take ownership of the proposed integration in their respective subjects. The complete Juneau School District Technology Curriculum is found in Appendix 2A.
The increased availability of video equipment and avenues for sharing video in broadcast as well as in multimedia formats, along with the prevalence of video in the everyday lives of students, have influenced some schools to teach video-related skills. The District’s participation in various projects and programs also provides additional video hardware and software for student or administrative use and supports the selection process for additional purchases.
Various teachers throughout the district integrate Video projects in their classes in a variety of ways: as extension tasks, to further challenge students in higher level thinking tasks, and to communicate with parents. In the Dzantik'i Heeni Middle School Media class, students produce Public Service Announcements that are aired on local television stations.
Video is also an important component of after school activities. The high school Video Club films plays and participates in the airing of high school basketball and football games and election night activities. The high school football program produces a half-hour television show that airs weekly during the season, capped by the year-end highlight film. Selected players have individual highlight films as a part of their college recruitment package.
The next step will be to extend broadcasts to other sporting events and activities such as the Science Fair, Talent Show, and arts activities. Furthermore, the district would like to develop a public relations position, and the role video can play in highlighting various educational programs, grant programs, and alternative choice programs would be invaluable.
Needs
Goals/Action Steps
Expand the effort to ensure that all content area curriculum committees carry out their work with the Alaska Technology Standards in hand, and with skilled technology users as part of the committee. Work with the Curriculum Coordinator to ensure that teachers with video and computer expertise are part of the curriculum committees in every content area, to ensure that technology skills related to computers and video are integrated into the curriculum in natural and effective ways, enhancing the curriculum and ensuring development of the technological skills necessary for effective teaching and learning within that content area. (See timeline of integrating Technology into academic subject curriculums in Appendix 1A.)
Embed technology within the CORE outlined for each content area. Integrating technology into the CORE of all major content area and creating assessment tools to measure progress toward CORE are the best ways to hold students accountable for learning it, and teachers accountable for teaching it. Draft a continuum of essential technology skills, identifying the technology skills needed at each grade level and then align this with the CORE content areas to show when and how each technology skill needs to be taught. Include technology skills in existing assessment tools or creating new ones to monitor student progress. (See timeline of integrating Technology into CORE curriculums in Appendix 1A.)
Provide a broader audience for student video productions. This will help to improve the quality of student productions and encourage more schools and activities to use the video resources available to them. Work to improve the quality of student productions and encourage more schools and activities to use the video resources available to them. Work with Community Schools, KATH-TV, and KTOO television to air more student video productions on local television stations. Encourage teachers to enter student work in video contests such as ASTE's "Ididamovie" contest.
Professional Development
While a wide range exists among staff in their ability to use and integrate technology effectively into the curriculum, the average technology skill level has improved since the creation of the District Network in 1994. Some principals, teachers, and support staff are leaders in this area, most are able to use simple applications such as e-mail and word processing without assistance. However, even among those comfortable with technology, many only utilize a fraction of the capabilities of the applications. Many also lack the skills needed to use the full educational capacities of video, peripherals, and special purpose devices such as graphing calculators.
District Level
Planning
The Juneau School District annually updates a comprehensive plan for professional development plan as part of its Improving America’s Schools Act proposal and the Quality Schools Grant Application. The Professional Development Committee and the District Technology Committee provide input to these plans. Staff development for each year includes a focus on the curriculum area or educational issue, which has been targeted for attention that year. For technology, this means considering what training is necessary in order for teachers to implement the requirements of that year’s targeted curriculum.
Grants
Funding from various grants and partnership programs such as the Gear Up, PEP, Counseling grants and the State Title II funds will supplement staff development.
Gear Up, a state grant designed to encourage students to set goals to attend college also provides staff development funds for middle school teachers. These funds can be used by teachers for professional development activities related to helping students meet state performance standards in reading, writing, and math, including those that address how technology can support these goals.
The PEP Grant has implemented the L.I.F.E. on the Move program designed to foster and increase healthy lifestyles with nutrition and exercise. Funds from the grant can be used to implement trainings designed to integrate technology into the physical education department.
The Counseling Grant has been used to enhance the Juneau School District’s Counseling program. The Juneau Schools Counseling Program is an integral part of a comprehensive educational program and is consistent with the Juneau School District's mission. The Counseling Program is developmental by design and implemented by certified school counselors with the support of teachers, administrators, students, and parents. The program addresses the needs of all students by helping them to:
• Acquire knowledge of self and relating effectively to others.
• Develop competencies in career/life planning and exploration.
• Achieve educational success.
Funds from the Counseling Grant have been utilized to enhance the district’s Web site as well as offer Web-design workshops to enhance parent/community communication through the Internet.
Classes and Training
The Data Processing department provides training to staff who need to use the SASI student information database. All elementary teachers and school principals receive training in the use of FileMaker Pro. Teachers use a district-wide electronic report card system and Principals access the District Accountability Database, a comprehensive collection of grades, assessment scores, attendance, and demographic information. They use this data to make decisions about programming and instruction in their buildings.
Technology Assistants in each school provide training to teachers and other staff members on a small group and individual level. Technology staff development is also provided during in-service training, through Tech Tips sent out via e-mail, and through grants and partnerships.
This type of training is helpful for teachers who are skilled in technology use and who are able to retain skills learned in one workshop. However, the majority teachers require more intensive training and mentoring in order to learn to use technology to support and improve student learning. For these teachers, a long-term, sustained mentoring program works best. Teachers need to be able to call for support when it is needed. The support can come from peer coaches and mentors or from students trained to provide this support.
The Technology Specialist will utilize Title II-D technology funds to implement a three-phased Technology Mentor Program. Mentors will receive incentives (such as hardware devices like digital projectors and digital video cameras, high level digital literacy/multi-media training) in order to integrate technology into the classroom to enhance student achievement. The mentors will in turn use Technology Needs surveys from staff to offer workshops and trainings designed to assist teacher in their building on integrating technology in the regular classroom. The three-phased approach allows for a greater number of Mentors to be trained and offer a wider variety of specialized courses over a three-year period.
Curriculum Connection
The focus of technology staff development for the next three years will be on technology applications related to helping students meet state performance standards in reading, writing, math, social studies and science.
Site level
At the individual sites, each year every school develops a staff development plan that addresses school-identified needs. Principals develop this plan in conjunction with staff, parents, and students. The schedules for in-service days and monthly staff development meetings are then created to address identified needs.
The district teacher evaluation tool used by principals at each school includes the Standard, “Teacher uses technology to enrich student learning opportunities, access current trends, organize/maintain information, and facilitate communication.”
Individual Level
One day of professional leave is available to staff who wish to attend professional conferences. The other costs are paid by the individual or with grant funds. Each year, a few teachers use this leave to attend and/or present at the Alaska Society for Technology in Education conference.
Needs Goals/Action Steps
Fund higher-level staff development for technology leaders, which will allow them to continue to provide on-going, formal and informal staff development for their colleagues. This will also increase the pool of technology leaders and expand mentoring opportunities. Strengthen the skills of technology leaders who provide training to district staff. Fund support for Juneau technology leaders to attend and present at conferences, particularly the annual Northwest Conference for Computers in Education (NCCE) held annually in the Seattle/Portland/Spokane area.
Use Title II-D technology funding to develop a staff development program that is relevant to teachers and increases retention of technology skills and facilitates the integration of technology into the curricula. Create sustained, long-term staff development model that will allow teachers to mentor their peers and provide support over time, rather than in one-time training sessions where retention of skills is low. This model is described above in the Three-phase Technology Mentor Program.
Upgrade the current SIS from SASI and FileMaker Pro to PowerSchool to better make data-based decisions on curriculum and instruction. Offer trainings to assist in the use of the new SIS as a data-based tool for evaluating programs. Schedule classes, and time at school in-services to provide necessary PowerSchool training to staff.
Focus principals on the technology section of the individual teacher evaluations, as a way of promoting the use of technology. Bring to the attention of Principals, at the first monthly meeting, the section dealing with technology in the teacher evaluation instrument and provide them with the compiled results of the District Staff Development Survey for their school. Offer specific trainings to teachers who are below standards in this area.
Use CORE content that intentionally focuses on technology as a guide for technology-related staff development. Work with the Curriculum Coordinator to provide training in using technology to help students learn CORE content.
Create technology staff development opportunities at times accessible by all staff. Work with the Curriculum Coordinator, Alaska Staff Development Network, and the Professional Education Center to schedule summer technology classes each year.
Technical Infrastructure
Telephone Lines
A complete listing of existing phone lines is in Appendix C.
Hardware, software, and interoperability
Our schools have a 5-1 student-computer ratio in the middle and elementary schools, and a 4-1 student-computer ration in the high school. A complete listing of computer hardware used in the district is included in Appendix D. We have approximately 2000 networked computers, of which 300 are IBM-compatible, with the rest being Macintosh.
In addition to computers, schools have purchased a number of specialized technology devices such as wireless equipment, graphing calculators, AlphaSmarts, digital cameras, scanners, projectors, and printers. Schools have also purchased video production and editing equipment.
Schools have experimented in various ways with the distribution of this hardware. In all cases, their experiences have been that the more the equipment is used, the more demand is created for higher end applications and more powerful computers. In addition to the desire for more equipment, a common concern is the lack of classrooms available to create additional labs, and the lack of space within classrooms to place additional computers. Plans are underway to purchase wireless workstations to help alleviate the need for space dedicated specifically for computer use and allow students to have access to the Internet and peripheral equipment from a desk or table in a regular classroom. Schools identify additional supporting resources needed, if any and explain how these will be acquired.
Last year, Dzantik’i Heeni Middle School added a 30 station eMac lab to the school in order to better provide whole class instruction in higher end multi-media software applications. The high school recently added a 31 eMac lab this year.
Software used in schools falls into several categories:
We use some free software such as
Netscape
Eudora
We have purchased district licenses for
Virex
Assimilator
Infohandler
Mac OS 7.6
Foolproof (can we drop this license? Who is still using OS9?-RI)
FileMaker Pro
In addition, individual schools have purchased site licenses for a number of products, including
All the Right Type
Kidpix
School Fonts
PLATO©
Carnegie Algebra and Geometry
WiggleWorks
Follett Library Software
Mac OS 8.1 (surely this is obsolete-RI)
Individual schools have also purchased individual computer licenses for a small or large number of computers within their school, including applications such as:
Hyperstudio (Anyone using this? RI)
Microsoft Office, up to Office 2000
Microsoft Works
Inspiration
Appleworks
Mac OS 9 and X
Various Adobe titles such as Photoshop, Page Maker, Illustrator, GoLive, etc.
Schools are constantly searching for new software tools that will do an even better job of helping students communicate, problem-solve, present, or learn specific content. Given the limited school budgets for media, searching for the best software value is important to teachers.
Because of the cost of upgrading software, most of the software purchased is used for many years, even if the company develops new versions. This is generally satisfactory, but for some students needs – particularly in the field of multimedia and graphical productions, having the most up-to-date package is very useful. In some cases new purchases provide the opportunity to move older software to lower grade levels where, as a result of increased technological literacy, younger students benefit and have the opportunity to learn new skills.
The majority of our computers are Macintosh. About 300 PCs are also in the classrooms: in the business classrooms, and the high school areas in which students use PLATO©. Our hardware and software is selected with the interoperability on Macintosh and IBM platforms in mind. For example, Microsoft Office works on either platform, and files can be easily transferred between them. The Novell servers are configured so that information from both Windows and Macintosh platforms can be easily shared. Ensuring interoperability with the installed base, as well as across platforms and among components, continues to be a vital concern in all purchasing decisions
The Data Processing department will support Mac 575 running Mac OS 7.6 and above and Pentium 100 MHz running Windows 95 and above on a case by case basis. ( DP want to update?)
Needs Goals
Increase the numbers of computers available to students. (what are our current numbers?)Schools wrestle with the need to have labs of 30 computers to accommodate a class of students, and also to have computers available to students in classrooms. The district needs to continue to explore leasing options to determine if this can help make the best use of our funds and resources. Add mobile labs that can accommodate a class size of 30 in the regular classroom. Secure additional computers to replace outdated inventory and related items such as science probes, musical keyboards, and video cameras, to increase the ability of students to use technology in all their efforts to achieve the Standards. Also, purchase more wireless workstations to help alleviate the need for space dedicated specifically for computer use and allow students to have access to the Internet and peripheral equipment from a desk or table in a regular classroom. Add funds back into the operational budget that will serve to upgrade hardware and software on a 4 year cycle.
Research cost effective alternatives to expensive desktop computers, such as hand-held computers, Personal Data Assistants (PDAs), AlphaSmarts, etc. Increase access to technology in the schools and make the best use of technology funding.
On an annual basis, schools need to review the most appropriate use of their existing technology resources, so that limited-purpose devices (graphing calculators, AlphaSmarts, projectors), and lower-level machines are used to their best advantage, leaving the higher-end equipment for purposes that cannot be served by the lower end. Schools need to constantly review and revise their schedules for lab use, and their distribution of computers in classrooms, to ensure the most effective use of technology resources. For future purchases, the lack of space for hardware means that schools need to consider space-saving strategies for using technology, such as purchasing and storing laptops in mobile carts, rather than using desktop computers. This needs to be part of an annually revised technology plan that links additional purchases to instructional needs. Work with the Cabinet, Administrative Council, and district principals to ensure that the annual planning for technology continues to occur at sites. Purchases must be coordinated with staff development and curriculum strategies designed to help students meet state performance standards in reading, writing, math, social studies and science.
Develop a systematic way to ensure that all future hardware and software purchases will be compatible with existing technologies. Ensure that principals work with their technology assistants in making site technology purchases, and update technology assistants three times a year on the latest recommendations from Data Processing for compatible hardware and software.
Needs Goals
Create centers at each site that contain the most up-to-date software so that staff and students can use these materials when needed. Continue to support Technology Labs at each site and find funding targeted to specific tasks, which can finance up-to-date software for these centers.
Help teachers analyze and evaluate new software packages. Encourage teachers to pilot test software that they are interested in using in the classroom and provide software preview opportunities during in-service and at other times in schools.
Computer Network and Telecommunications Software
Every elementary, middle and high school has at least one Appleshare server, purchased in 2001 running the latest operating system at the time it was purchased. Each building has a wiring closet centrally located. A 2 megabit wireless connection to the Bill Ray Center of the University of Alaska completes the Internet connection. Netscape and Eudora are the web browser and e-mail systems used by most staff. In each building there is a Novell server that provides access, through Novell Netware software, to the SASI student information system and library services via Follett Library software.
When the video network was installed in the High School, provisions were made to allow cable modems to be accessed, in case we ever wished to use them. In the summer of 2002 we will be changing our ISP to accommodate our need for additional bandwidth. Access will be through cable modems placed at key points in our network. These plans are still under development.
The renovation of Juneau-Douglas High School begam in the summer of 2002. The infrastructure consists of home run fiber to each classroom and will implement voice over IP. Sites will gradually be incorporating more wireless workstations to increase student access.
Information about our district is accessible on the Internet through our web site. The current site is the third major style change. The site is in need up revising once again to improve navigation and design. Currently, there is no single Webmaster, so a redesign is also needed to make it easier for various departments to update the site as needed. An increasing number of requests come from the public for updated information to be published on the Web. In the meantime, the increased amount of information stored on the pages has resulted in an increased amount of inconsistent and outdated information there.
Needs Goals
Provide more rapid Internet access at some schools. Install cable modems ad various points in our network to reduce cost and increase speed of access to network services.
Reinstate the Technology Coordinator that will carry responsibilities and duties designed to be the Webmaster/Public Relations Representative. This is a position that requires the skills, the time, and the authority to make needed changes on the Web in order to better meet the information needs of the public. Make the Juneau School District information accessible through public outreach and communications through the Web more effectively achieve this goal. Revise the website so that it is more user friendly to the public, easier to navigate, and easier for several departments to update and add content. Use the Website to solicit greater parent involvement in district programs, Curriculum committees, and the like.
Electrical Capacity
In the summer of 2000, electrical upgrades, including installation of necessary Uninterruptible Power Supplies, were completed. All sites have adequate electrical capacity to support our network. The high school was renovated in the summer of 2002 to accommodate growth of our network. See Appendix G.
Video
Juneau Douglas High School and Riverbend Elementary School have cable television available in each classroom, with a complete video network, which can broadcast from any classroom to any other classroom. A similar video network has been installed in Floyd Dryden Middle School and the Marie Drake section of JDHS. With the completion of this project, both middle schools, the high school and the newest elementary school will be wired to allow cable television t be received in every classroom, and to allow programming to originate from every classroom. Not all of the five older elementary schools are wired to receive cable throughout their buildings.
The District has available Channel 6, the public education access channel to broadcast student work to the community on cable television. When videos are not being broadcast, a scanner lists education-related community information. The channel 6 scanner is programmed by community schools. There is an employee in the building who updates the scanner. This is usually done once a week. Steps will be taken to ensure that Channel 6 remains operable during the remodel of JDHS.
The level of video equipment available for student production and editing varies among schools. The high school and two middle schools have enough equipment for significant video work. Some was purchased with previous bond initiatives, other equipment was purchased with grant funds. Two major challenges are the need for each school staff to understand the capacity of video equipment, and the need for teachers to reflect on how video can be used at different age levels to enhance student learning before determine how much they need to invest in video hardware and software.
Needs Goals
The Channel 6 video room needs to be organized to make it more useful to the various groups that access it. The community schools person that operates the scanner needs remote access to allow the scanner to be programmed from the community schools, so the information can be updated more frequently. Establish standards and protocols for the organization and use of Channel 6 video room, and secure resources for community schools to ensure effective programming of Channel 6.
All the schools, particularly the elementary schools, need the chance to learn about video capabilities, and to reflect on their value in the education of their particular students. Plan for video training which both introduces video capabilities and which encourages reflection on their appropriate use in the curriculum at all grade levels and for administrative use.
Supporting Resources
Having equipment and a network infrastructure that is in good working order is key to the successful integration of technology in the curriculum. Without this, teachers are met with frustration when they try to use technology tools and will abandon the effort. It is vital that there be adequate technology support and maintenance staff.
Five full-time staff at Central Office are responsible for maintenance of our video system, network infrastructure, data systems, hardware and software. Each school has staff to help maintain computers, server systems, and the electronic mail system. Since 1994,Technology Assistants at each elementary school have helped maintain technology in their buildings. This year, a half-time position at each middle school and a full time position at the high school were added, replacing teachers contracted to do this work.
For those problems which cannot be quickly resolved by the technology assistants and contracted personnel, a computer-generated work order system transmits the request for service to the Data Processing staff over the network.
Contracts have been signed with a number of companies to support the on-going maintenance of the software and hardware systems, at an annual cost of $102,684. (Appendix E)
Students have been important workers in some situations, assisting Data Processing staff and site technology maintenance people in identifying and fixing computers and software problems.
Needs Goals
Appropriate funding in the general operating budget for additional technology support on the building level. Increase the middle school technology assistant to full time, add another technology assistant at the high school and increase staff in Data Processing.
Provide systematic training to the technology assistants. Schedule training for technology assistants three times a year: during the first week, and during elementary parent conference week in Fall and Spring.
Increase avenues that will allow students to have the opportunity to gain computer skills as they assist in maintenance tasks. Schedule time at district in-service or district technology meetings to discuss strategies for engaging students in computer maintenance activities that go beyond the computer classes they are taking and utilize the knowledge they have gained. Explore the possibility of adding a “Help Desk” run by students where they can earn high school credit with Apple’s “OSX Help Desk” program.
Funding
Capital Purchases
When a new school is bonded in Juneau, we include the technology needs for effective information technology support. New schools are fully wired for Internet, communications, and video technology, funded for equitable computer stations, and provided with appropriate software and peripheral equipment.
New equipment is purchased with funds from a variety of sources including the general operating fund, existing grants and other creative funding sources. In the Spring of 2004, a request was made of the Administration and School Board to add $1,400,000 into the operating budget as part of a list of unfunded critical needs. This money would be used to upgrade existing teacher and student machines in order to provide each teacher with a wireless iBook laptop, and get student machines up to current industry standards. A few teachers have secured technology for specific purposes through writing individual grants. Goals 2000 funding has provided equipment in some situations.
Individual schools have used a variety of funds to purchase technology, including operating budget, PTA contributions, and student sales programs.
On-going costs
At the district level, the operating budget funds salaries for five data processing personnel, maintenance contracts with several companies, and the phone charges for data lines connecting our WAN, and Internet access charges. The Universal Service Access (E-Rate) program has begun funding a portion of the data and phone charges throughout the District. The staff development costs for training sessions have been funded for through the general operating fund, Title II-D technology funds, and various grants.
At the site level, the operating budget funds salaries for technology assistants. Costs for hardware repairs and software upgrades for site equipment are also covered by individual schools. As the newly-purchased technology begins to age, this will be a significant budget item. Leasing may be the most reasonable means of maintaining an inventory of regularly updated equipment that is properly maintained.
Coordination of funding
On-going communication among a number of key players ensures the coordination of funding sources. The Assistant Superintendent meets weekly with her staff to determine funding needs. She in turn meets weekly with the administrative cabinet to discuss funding sources and coordination of funding. A similar series of meetings occurs with the Curriculum Coordinator and her staff and the cabinet. These meetings, as well as monthly discussions involving the principals and all central office staff, result in a shared understanding of funds available and where they should be used. The School Board – the ultimate arbiter of funding – is involved, as necessary, at their bi-monthly meetings.
Needs Goals
Develop a strategy to upgrade hardware and software on an on-going basis, at the district and site level. Explore options such as leasing, requiring a lab fee from students, special project or grant support, or devoting a specific percentage of the budget to technology purchases.
Find funding for on-site staff development support Work with the Curriculum Coordinator to determine appropriate resources for continuing technology staff development.
Policies
Copies of specific school board policies are provided in Appendix F.
Copyright
We are committed to following the copyright laws. To help us track software licenses, two binders in the technology office currently house copies of purchase requests, software licenses, and information about distribution of these licenses. Each school has identified in their technology plan how their building software licenses will be tracked. These steps have been necessary, but not sufficient, to develop any easily accessible system for tracking software licenses. In addition, a software license database has been developed to maintain a central district record of software licenses.
Equity of access
We are committed to equitable access to technology for all students. In fact, the driving force behind the community effort to fund the Technology Bond Phase II was the need to provide technology for the older schools to bring them up to the level of the newer schools.
In addition to providing a proportionate number of computers in each school through the technology bond, we use a variety of other strategies to provide equitable access to technology. Access to technology use after school hours is provided by crating flexible teacher schedules; the use of volunteers, (Coast Guard personnel and parents) to staff libraries and computer labs after school; and the use of activity funds to provide supervision for extended lab times. AlphaSmarts are checked out to students on an as-needed basis to allow them to complete written projects and papers outside of schools.
Older computers are loaned by schools to students without home computers for extended periods of time. However, we cannot directly give these computers to them because of city equipment-disposal requirements. The additional challenge in making these older computers available has been the extensive data processing staff time required to determine their usability, and the cost to purchase software licenses for them.
In order to provide computer access for students outside of normal school hours, a variety of partnerships with community organizations have been formed. The public library has helped arrange for computer s provided by the school district to be placed in every library branch. Local youth groups with existing facilities provide space and supervision to allow computers loaned by the school district to be made available for evening and weekend use by students.
One strategy for ensuring continued equity of distribution of technology is the monitoring of the amount of technology at each site. The Fixed Asset System used by the district tracks the number of computers within each school. The information at each school is reviewed and updated each year by the school’s technology assistant.
Acceptable Use
A revised acceptable use policy on technology was approved by the Board this year. It is sent home each year by teachers at all grade levels for parents to sign. This policy includes the responsibility of the student to limit their Internet searching to educational sites. A copy of this policy can be found in Appendix F.
Gifts
The school board policy on acceptance of gifts applies to technology.
Disposal
The school board policy on disposal of surplus items applies to technology.
Filtering
In a public meeting in the spring of 2001, the School Board approved the purchase Screen Door, a networked filtering system. It was put into place and became operational in the Fall of 2001. It consists of two filter servers with lists of blocked sites that are updated on a regular basis. Each zone has a separate filter definition, allowing the level of filtering to be set at each school. The list is updated by the filtering company and can be edited by the technology assistant at each school.
Needs Goals
Site personnel and Central Office Data Processing staff need accurate and easily accessible information detailing what software is licensed for use on which computers. Refine software license FileMaker Pro database and enter all district software license data in the database which is accessible to sites and to Central Office Data Processing staff.
Alliances and Partnerships
In order to further the education of our students, a variety of formal and informal partnerships have been created at the district, site and individual level.
District Level
Education Channel 6, located in our high school, has benefited from video production and editing support provided by a local video business, a video club, and other private support. The cable company has provided access to cable Channel 6, and advice on its use.
Community Schools is a long-time partner with the Juneau School District, and has access to school technology in many locations to provide training to adults and students within the community. Throughout the year, Community Schools offers evening and weekend technology access, supervision and courses within the school district facilities. In addition to their adult literacy role, they provide classes for students within the school district during winter, spring, and summer breaks. The classes typically offer students the opportunity to learn and develop their skills in mathematics and language arts, in addition to computer classes such as keyboarding and the use of presentation software.
The Southeast Regional Resource Center partners with the school district in developing the Even Start program, to provide after-school and weekend support for families and training for adults seeking GEDs and literacy skills.
One way we have promoted community and parent partnership is by putting the CORE content standards in Math and Language Arts on our web site, and inviting comments. As we have available examples of student work showing achievement of these standards, these will also be posted. A current project to provide Language Arts teachers an opportunity to share and discuss student work in a common folder on the server will generate exemplary samples of student work to be shared on the District web site. Interest has been expressed to provide the same opportunity for other disciplines.
Site Level
Some schools foster parent partnerships using electronic mail systems and the Internet web pages. Parent-Teacher Organizations at the school sites use the school web site to share what they are doing and to recruit new members. Schools have a homework hotline accessible by phone, or have voice mail machines with homework access for parents and students.
Juneau-Douglas High School has formed partnerships with the business community and the University of Alaska Southeast to support technology learning by students. These partnerships develop through the Career Development Advisory Committee, which meets monthly and consists of business people, educators , parents, and students. Job shadowing, mentoring, work experience and a Career Center, and other school-to-career opportunities have been created with the help of this committee. A technology prep program was also developed in collaboration with the University of Alaska Southeast to allow Juneau-Douglas High School students to receive free college by taking specified high school classes. Students can receive a certificate in seven different areas of technology:
• Network Essentials
• Web Publishing
• Desktop Publishing and Graphics
• Administrative Office Support
• Computer Applications
• Medical Office Specialist
• Accounting Technician
• Construction Technology
• Automotive Technology
Juneau-Douglas High School also has an articulation agreement with the Art Institute of Seattle, which includes media technology classes. This agreement is currently being updated.
A partnership with Cisco Systems has resulted in networking classes. “Networking Academy” classes provide students with highly preparation for the increasingly technology-dependent economy into which they will emerge. The classes are not proprietary, but Cisco provides support and resources for the class. Students have the opportunity to receive two levels of certification: CCNA – Cisco Certified Networking Associate, and CCNP – Cisco Certified Network Professional.
Individual Level
Individual teachers in schools regularly communicate with parents using electronic mail, and many have established homework electronic mail lists to communicate with many families on a daily basis. One of the middle school teachers nurtures an on-line partnership with Hewlett Packard by linking his students to mentors at their facility.
Needs Goals
Communicate on a regular basis with our partners, in order to strengthen and expand these partnerships. Expand the use of the web site to inform and invite feedback from parents and community on such items as daily assignments, to CORE content area standards, budgets, policies, and school board meetings.
Establish partnerships with other school districts in Southeast Alaska that are committed to integrating technology into the curriculum. Explore partnerships available through the State of Alaska Department of Education and Early Development, Southeast Regional Resource Center and the ASTE Southeast Region.
Establish association and partnerships with institutions supporting new methods of improving teaching and learning through the integration of technology and standards. Pursue opportunities to gain resources and assistance from organizations and institutions promoting systems and structures considered valuable to increased student performance.
Action timeline
A wide variety of people are involved in these activities. In the event that a district Technology Coordinator is not reinstated, then the district technology specialist is the person responsible for ensuring that action is begun, the timeline is adhered to, and on-going revisions are made. Should a Technology Coordinator be approved, the two positions would divide the tasks accordingly.
Goal being addressed Timeline Initial Action to be taken
Curriculum: Ensure that all content area curricula contain technology strands. Embed technology within the CORE of all major content areas. Aug 2005 – June 2008 Work with Curriculum Coordinator each year to include skilled technology users on all content area curriculum committees. 2005/06 – integrate Technology items into the Math, Science, & Health Curriculums; integrate Technology items into the Math CORE; develop appropriate assessments. 2006/07: Integrate Technology items into the LA & Social Studies Curriculums; integrate Technology items into the LA CORE; develop appropriate assessment tool. 2007/08: Integrate Technology Items into any remaining subjects’ Curriculums. Ongoing: submit revised curriculums and CORE to School Board for adoption.
Curriculum: improve the quality of student productions and encourage more schools and activities to use the video resources available to them. Oct 2005 – Apr 2008 Work with Community Schools, KATH-TV, and KTOO television to air more student video productions on local television stations. Encourage teachers to enter student work in video contests such as ASTE’s “Ididamovie” contest.
Technology Integration: Principals will communicate to staff the impact of Technology Integration on student achievement. Aug 2005 – May 2006 Data of student performance on a variety of assessment measures will be used to analyze how FastForward has increased student achievement. Similar measures will be used to analyze the Math CORE intervention program at the secondary level. Principals will present the findings to building staff to assist in revising use of the programs to foster student achievement in literacy and mathematics.
Technology Integration: all teachers will integrate technology into the regular classroom. Jan 2006 – Jan 2008 The specialist will work with building principals to identify teachers who are below standards in technology integration using the district’s teacher evaluation tool. Teachers who are below standards will receive assistance from the Technology Specialist and Technology Mentors in improving their technology integration skills to foster student achievement.
Staff Development: Strengthen the skills of technology leaders who provide training to district staff. July 2005 – June 2008 Fund support for Juneau technology leaders to attend and present at conferences. Implement a three-phase Technology Mentor program that provides incentive, training, and distribution of technology integration training with a variety of teachers.
Staff Development: provide necessary training to staff in CORE skills and data management tools. Aug 2005 – June 2008 Include classes in CORE technology skills, SIS skills in district in-services. Work with the Curriculum Coordinator, Alaska Staff Development Network, and the Professional Education Center to schedule summer technology classes each year. Provide technology orientation trainings to all incoming new staff. Familiarize new staff with the Technology Mentor program and the workshops available in the coming school year.
Goal being addressed Timeline Initial Action to be taken
Staff Development: Create sustained, long-term staff development model that will allow teachers to mentor their peers and provide support over time. Encourage principals to promote use of technology in teaching. Sept 2005 – Mar 2007 Work with Staff Development Committee and building principals to create a plan and a system of technology mentoring that takes place over the entire school year. Bring to the attention of Principals, at the first monthly meeting, the section dealing with technology in the teacher evaluation instrument and provide them with the compiled results of the District Staff Development Survey for their school.
Staff Development: Work with the Curriculum Coordinator to provide training in using technology to help students learn CORE content. Mar 2005 – Mar 2008 Plan a teacher mentoring program that focuses on using technology skills to support student learning of CORE content.
Access: Upgrade existing computers, purchase wireless workstations, increase student access to computers. Provide Teachers greater flexibility in the integration of technology. July 2005 – June 2008 Secure funding for additional computers to replace outdated inventory. Research cost effective alternatives to expensive desktop computers. Research leasing as a possible way to reduce replacement and upgrade costs. Add wireless mobile labs to both middle schools and the high school.
Access: higher level technology skills can be integrated into the mainstream classroom. July 2005 – June 2008 Implement a four-year upgrade cycle of all hardware and software to provide teachers and students the opportunity to learn multi-media and digital literacy skills with the latest industry standard. Teachers would have their machines upgraded to wireless iBook laptops, and classroom machines would be replaced with high-end eMacs.
Resources: the district will supply the necessary funding formula to implement a four-year upgrade plan. July 2005 – June 2008 The technology specialist will continue to advocate to the administration, School Board, and community the dire need to upgrade existing hardware and software so that teachers can more readily integrate technology into their classroom. A variety of advocacy measures can be taken including speaking out at board meetings, administrative council meetings, documenting the current situation with a video presentation, and raising public awareness of the need in the newspaper and other media outlets.
Resources: the school district will explore creative funding sources to supplement the upgrade plan. July 2005 – June 2008 The technology specialist will explore potential technology grants to help offset the cost of upgrading. Additional fund raising ventures will be explored starting with selling DVD and CD recordings of fine arts performances, concerts, sporting events, graduation, and the like.
Infrastructure: Planning July 2005 – Dec. 2005 Work with the Cabinet, Administrative Council, and district principals to ensure that the annual planning for technology continues to occur at sites. At the District Technology Committee meetings, schedule times for sites to update technology plans.
Infrastructure: Interoperability Aug 2005 – Dec 2007 Ensure that principals work with their technology assistants in making site technology purchases, and update technology assistants three times a year on the latest recommendations from Data Processing for compatible hardware and software. See Appendix H Computer and Network Guide Addendum
Infrastructure: Software Oct 2002 – Dec 2005 Continue to support Technology Labs at each site and find funding targeted to specific task. Encourage teachers to pilot test software that they are interested in using in the classroom and provide software preview opportunities during in-service and at other times in schools. Utilize the upgrade funds to provide site and district licenses for heavily used software.
Networking: increase speed and access June 2006 – Jan 2007 Install cable modems ad various points in our network to increase speed of access to network services and bandwidth. Explore other avenues of increasing the speed and access of the Network with Data Processing’s leadership.
District Wide Integration: the school district will improve public relations with the community through the use of technology. Jan 2002 – Dec 2005 Make the Juneau School District information accessible through public outreach and communications through a redesigned Web site with improved navigation and improved ability for a wide variety of departments to add content. Utilize video capabilities to capture highlights of educational programs, schools, and events to share with local TV stations.
District Wide Integration: the school district will improve its ability to analyze the impact of programs on student achievement through the use of technology. Oct. 2005 – Jan 2008 Upgrading the SIS will allow administrators better access to student performance data in order to analyze the success of intervention programs, supplementary programs, choice programs, and other indicators in student achievement. The literacy specialists and math specialist can use the SIS to target students not meeting CORE in Reading, Writing, and Math and provide intervention programs.
Goal being addressed Timeline Initial Action to be taken
Channel 6, Video May 2005 – June 2006 Work with JDHS administration and Community Schools to establish standards and protocols for the organization and use of Channel 6 video room. Plan for video training which both introduces video capabilities and which encourages reflection on their appropriate use in the curriculum at all grade levels and for administrative use.
Maintenance:
Technology support Sept. 2005 – May 2008 Recommend hiring a full time technology assistant at each middle school, add another technology assistant at the high school and increase staff in Data Processing. Schedule training for technology assistants three times a year: during the first week, and during elementary parent conference week in Fall and Spring.
Maintenance: Student help Sept. 2005 – May 2008 Schedule time at district in-service or district technology meetings to discuss strategies for engaging students in computer maintenance activities that go beyond the computer classes they are taking and utilize the knowledge they have gained. Explore the possibility of adding a high school course designed to function as a help desk with Apple’s “OSX Help Desk Program.”
Funding Mar 2005 – June 2008 Explore options such as leasing, requiring a lab fee from students, special project or grant support, or devoting a specific percentage of the budget to technology purchases.
Coordination of Funding Apr. 2005 – June 2008 Work with the Curriculum Coordinator to determine appropriate resources for continuing, technology staff development based on the mentor model.
Policies: copyright Aug. 2005 – June 2008 Continue using the software license FileMaker Pro database and enter all district software license data in the database that is accessible to sites and to Central Office Data Processing staff.
Alliances and Partnerships Sept. 2005 – Mar 2008 Include a section on the agenda of all technology meetings on communications strategies with partners. Expand the use of the web site to inform and invite feedback from parents and community on such items as daily assignments, to CORE content area standards, budgets, policies, and school board meetings. Explore partnerships available through the State of Alaska DoEED, SEARRC and the ASTE Southeast Region. Pursue opportunities to gain resources and assistance from organizations and institutions promoting systems and structures considered valuable to increased student performance.
Evaluation and revision
Information sources
The ultimate evaluation is the judgment of how well technology helps students to achieve the learning goals listed at the beginning of this plan. Therefore, assessing the needs of students through reviewing student learning data is an essential step in making all district decisions, including decisions related to technology. This constant assessment occurs in a number of formal and informal ways.
To obtain district-wide student learning data, we currently use the following student assessment tools across the district:
• the Terra Nova Test, administered in grades 4, 5, 7, 9;
• the district Writing assessment, administered in grades 2, 4, 5, 7, 9;
• the district math assessment, administered in grades 3, 5, 7, 9;
• Benchmark Books Assessment, administered 3, 6, 8
• High School Graduation Qualifying Exam, administered in grade 10 with retakes through grade 12.
This data is coordinated with information available within our student records administration system (SASI), allowing us to access and consider such factors as gender, ethnicity, and attendance in relation to student performance.
We are using a centrally accessible elementary report card which will provide teacher assessment of all areas.
In individual classrooms, teachers monitor and adjust the integration of technology into their curriculum as they monitor the performance of students in tasks which incorporate the use of technology. For example, as students create presentations using technology tools, they must collaborate with others, acquire and manage information, and communicate their knowledge effectively. In addition to teacher evaluations, students assess their own work and the work of their peers, and evaluate their own progress toward meeting the learner goals. The public also has the opportunity to evaluate student work, as students regularly present their work to members of the public using presentation software, web pages, and other forms of technology. The video network allows the demonstration of the student work in a public arena as it is broadcast on Channel 6.
In addition to direct evaluation of student learning, the evaluation of technology use is integrated into the on-going district systems described in the early parts of this document for constant review of staff development, curriculum development, maintenance, policy creation, and funding systems.
Process for on-going review and revision of technology plan
At the site level, the primary tool for evaluation and revision is the site technology committee, and their on-going evaluation and revision of the site technology plan. The staff who are members of the site technology committee meet regularly to reflect on the impact of technology on student learning, as reflected in their experience and that of their colleagues, and adjust the various pieces of the site technology plan to improve the students’ experience.
At the district level, a number of communication strategies ensure ongoing evaluation and revision. The District Technology Committee, with two members from each school appointed by the principal, meets twice each year to review software and hardware updates, licensing considerations, and other technical recommendations; to share technology planning ideas, and to provide input on district-wide technology planning. The Central Office administrator communicates with other administrators responsible for curriculum development, maintenance, staff development, and budget preparation to share information needed for the annual revision of the district technology plan.